Peer Mentoring: Untapped Potential

Dennison, Susan

doi:10.3928/01484834-20100217-04

Cited by 81 publications

(56 citation statements)

References 12 publications

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“…Peer mentoring has been used to provide a network of support from peers and higher level students who serve as mentors to students at lower academic levels through assisting students with skill practice and critical thinking, and supporting an open and comfortable learning environment. 15 Peer mentors educate, guide, coach, support, counsel, and serve as role models for fellow students. 15 Sweet and Fusner described a peer-mentoring program where senior students have to guide new students toward positive direction, support and challenge through the transition to higher education, and ease the social integration of students so that they perceive that they are valued members of the class.…”

mentioning

confidence: 99%

“…15 Peer mentors educate, guide, coach, support, counsel, and serve as role models for fellow students. 15 Sweet and Fusner described a peer-mentoring program where senior students have to guide new students toward positive direction, support and challenge through the transition to higher education, and ease the social integration of students so that they perceive that they are valued members of the class. 16 Peer mentoring is one way to teach students the value of collegiality, leadership, and behaviors that develop collaboration in the workplace.…”

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confidence: 99%

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Developing future nurse educators through peer mentoring

Rosenau¹,

Lisella²,

Clancy³

et al. 2015

NRR

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mentioning

confidence: 99%

mentioning

confidence: 99%

Developing future nurse educators through peer mentoring

Rosenau¹,

Lisella²,

Clancy³

et al. 2015

NRR

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“…Despite this study not exploring the peer mentors experiences, Dennison (2010) stated that peer mentors are intrinsically rewarded by feeling that they helped others in a challenging program to succeed. [4] Furthermore, it would be interesting to study students within other disciplines to see if nursing student peer mentors and mentees experiences and benefits from the mentorship experience differ from other first year students. This is relevant as nursing education is fundamentally different from many other academic programs.…”

Section: Discussionmentioning

confidence: 99%

“…[4] It is a strategy that can benefit the mentor, mentee, and educational program. [4][5][6][7][8][9] The Canadian Nurses Association (CNA) embraces the concept of mentorship and describes it as a reciprocally beneficial relationship (2004). [6] The CNA further states that it is a professional expectation that nurses act as mentors (2008).…”

Section: Introductionmentioning

confidence: 99%

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

Raymond

Sheppard

2017

JNEP

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Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted. Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)-Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students' perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

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“…Several studies have shown a strong link between peer mentorship and undergraduate academic success, where more-experienced senior students guide less-experienced junior students on how to overcome common challenges in academia (Dennison 2010). With regard to the impact of mentorship on mentors, Colvin and Ashman (2010) found that mentor-mentee relationships can indeed have a positive impact on mentors at various levels.…”

Section: Case Study 1: Science Peer-mentoring Partnership Project Andmentioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

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Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

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Peer Mentoring: Untapped Potential

Cited by 81 publications

References 12 publications

Developing future nurse educators through peer mentoring

Developing future nurse educators through peer mentoring

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

Developing the Higher Education Curriculum

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